In most content-based approach (CBA) courses, the syllabus is derived from the content area, and these obviously vary widely in detail and format. Richards and Rodgers (1996) say that it is typically only CBA following the theme-based model in which content and instructional sequence is chosen according to language learning goals. In CBA there are many activities. Stroller (1997) lists the activities as follows:

  • language skills improvement
  • Vocabulary building
  • Discourse organisation
  • Communicative interaction
  • Study skills
  • Synthesis of content materials grammar

‘It is the teachong of content with little or no direct effort to teach the language separately from the content being taught’ (Krahnke, 1987:65). There are some claims made for the advantage of courses based on content-based syllabus are:

  • They facilitate comprehension
  • Content makes linguistic from more meaningful
  • Content serves on the best basis for teaching the skill areas
  • They address learners’ needs
  • They allow for integration of the four skills
  • They allow for use of authentic materials

(Brinton, Snow and Welsche, 1989; Mohan, 1986)

The learners were involved in activities that linked the skills to the language learning because this is how the skills are generally used in the workplace.

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